How textbooks (and learners) get it wrong: A corpus study of modal auxiliary verbs
101. How textbooks (and learners) get it wrong: A corpus study of modal auxiliary verbs

Laleh Khojasteh; Hayo Reinders

Volume 2, Issue 1 , February 2013, , Pages 33-44

http://dx.doi.org/10.22108/are.2013.15462

Abstract
  Many  elements  contribute  to  the  relative  difficulty  in  acquiring  specific  aspects  of  English  as  a ...  Read More
The effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis
102. The effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis

Hassan Soleimani; Maryam Rezazadeh

Volume 3, Issue 1 , January 2014, , Pages 41-54

http://dx.doi.org/10.22108/are.2014.15476

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
Language learning and language culture in a changing world
103. Language learning and language culture in a changing world

Eli Hinkel

Volume 1, Issue 2 , September 2012, , Pages 45-56

http://dx.doi.org/10.22108/are.2012.15454

Abstract
  To  communicate  effectively,  learners  have  to  become  proficient  in  both  the  language  and  the culture of ...  Read More
Individuality in Higher Education: The Use of the Multiple-Mnemonic Method to Enhance ESP Students' Vocabulary Development (Depth and Size) and Retention
104. Individuality in Higher Education: The Use of the Multiple-Mnemonic Method to Enhance ESP Students' Vocabulary Development (Depth and Size) and Retention

Mohammad Amiryousefi

Volume 4, Issue 1 , February 2015, , Pages 45-58

http://dx.doi.org/10.22108/are.2015.15498

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
The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning
105. The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning

Ali Roohani; Masood Rahimi Domakani; Fatemeh Alikhani

Volume 2, Issue 2 , July 2013, , Pages 51-64

http://dx.doi.org/10.22108/are.2013.15470

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
Complimenting Functions by Native English Speakers and Iranian EFL Learners: A Divergence or Convergence
106. Complimenting Functions by Native English Speakers and Iranian EFL Learners: A Divergence or Convergence

Ali Akbar Ansarin; Mostafa Morady Moghaddam

Volume 5, Issue 1 , January 2016, , Pages 51-76

http://dx.doi.org/10.22108/are.2016.20396

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
A confirmatory study of Differential Item Functioning on EFL reading comprehension
107. A confirmatory study of Differential Item Functioning on EFL reading comprehension

Alireza Ahmadi; Touraj Jalili

Volume 3, Issue 2 , August 2014, , Pages 55-68

http://dx.doi.org/10.22108/are.2014.15489

Abstract
  The  present  study  aimed  at  investigating  DIF  sources  on  an  EFL  reading  comprehension test.  Accordingly,  ...  Read More
Crossing the threshold of Iranian TEFL
108. Crossing the threshold of Iranian TEFL

Reza Pishghadam; Reza Zabihi

Volume 1, Issue 1 , January 2012, , Pages 57-71

http://dx.doi.org/10.22108/are.2012.15446

Abstract
  Teaching  English  in  an  Iranian  and  Islamic  culture  poses  complex  questions  for  both  teachers and learners. ...  Read More
Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers
109. Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers

Minoo Alemi; Neda Khanlarzadeh

Volume 6, Issue 1 , January 2017, , Pages 67-84

http://dx.doi.org/10.22108/are.2017.21326

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
The Effect of Task-induced Involvement Load on Unfamiliar L2 ‎Vocabulary Learning: Sentence Writing, Summary Writing, Imaginary ‎Story Writing and Creative Sentence Writing
110. The Effect of Task-induced Involvement Load on Unfamiliar L2 ‎Vocabulary Learning: Sentence Writing, Summary Writing, Imaginary ‎Story Writing and Creative Sentence Writing

Sakineh Jafari; siros Izadpanah; Reyhaneh Rahmani

Volume 7, Issue 1 , January 2018, , Pages 67-88

http://dx.doi.org/10.22108/are.2018.106950.1183

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
Contributions of Kumaravadivelu’s Language Teacher Education Modular Model (KARDS) to Iranian EFL Language Institute Teachers’ Professional Identity
111. Contributions of Kumaravadivelu’s Language Teacher Education Modular Model (KARDS) to Iranian EFL Language Institute Teachers’ Professional Identity

Vahid Hassani; Mohammad Khatib; Massoud Yazdani Moghaddam

Volume 9, Issue 1 , January 2020, , Pages 75-102

http://dx.doi.org/10.22108/are.2019.117913.1470

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
Semantic Priming Effect on Relative Clause Attachment Ambiguity Resolution in L2
112. Semantic Priming Effect on Relative Clause Attachment Ambiguity Resolution in L2

Hamideh Marefat; Eskandar Samadi; Mehdi Yaseri

Volume 4, Issue 2 , August 2015, , Pages 78-95

http://dx.doi.org/10.22108/are.2015.15504

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
English Teachers' Perception of Critical Pedagogy: Any Discrepancy between Perception and Actual Classroom Implementation?
113. English Teachers' Perception of Critical Pedagogy: Any Discrepancy between Perception and Actual Classroom Implementation?

Hassan Soodmand Afshar; Shadi Donyaie

Volume 8, Issue 1 , January 2019, , Pages 78-114

http://dx.doi.org/10.22108/are.2018.112452.1341

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
Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design
114. Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design

Nasimeh Nouhi Jadesi; Seyyed Ayatollah Razmjoo; Alireza Ahmadi

Volume 5, Issue 2 , July 2016, , Pages 191-210

http://dx.doi.org/10.22108/are.2016.20426

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
Selective vs. comprehensive grammar correction in writing pedagogy: Counter evidence to Truscott’s view
115. Selective vs. comprehensive grammar correction in writing pedagogy: Counter evidence to Truscott’s view

Sima Modirkhamene; Maryam Soleimani; Karim Sadeghi

Volume 6, Issue 2 , April 2017, , Pages 193-212

http://dx.doi.org/10.22108/are.2017.21347

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
Citation Behaviours of Applied Linguists in Discussion Sections of ‎Research Articles
116. Citation Behaviours of Applied Linguists in Discussion Sections of ‎Research Articles

Leila Dobakhti; Mohammad Zohrabi

Volume 7, Issue 2 , April 2018, , Pages 215-236

http://dx.doi.org/10.22108/are.2018.108465.1209

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
A Triangulated Study of Professional English Needs of University Graduates in Business and Economics in Today’s Iranian Business Sectors
117. A Triangulated Study of Professional English Needs of University Graduates in Business and Economics in Today’s Iranian Business Sectors

Mohammad Amerian; Fahimeh Marefat

Volume 8, Issue 2 , April 2019, , Pages 227-260

http://dx.doi.org/10.22108/are.2019.114847.1401

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
The Role of Corrective Feedback Timing in Task Engagement and Oral Performance
118. The Role of Corrective Feedback Timing in Task Engagement and Oral Performance

Karim Sadeghi; Javad Belali

Volume 9, Issue 2 , April 2020, , Pages 229-252

http://dx.doi.org/10.22108/are.2019.116060.1444

Abstract
  : Corrective Feedback (CF) provision on performance involves calling attention to learners' erroneous utterances, which stimulates classroom language learning. Despite widespread research ...  Read More
Political Terms by APLL: Issues of Terminology Implantation and ‎Acceptability
119. Political Terms by APLL: Issues of Terminology Implantation and ‎Acceptability

Akbar Hesabi; Zahra Amirian; Javad Nazari

Volume 6, Issue 3 , July 2017, , Pages 339-362

http://dx.doi.org/10.22108/are.2017.78044.0

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
Iranian EFL Teachers' Language Assessment Literacy (LAL) under an ‎Assessing Lens
120. Iranian EFL Teachers' Language Assessment Literacy (LAL) under an ‎Assessing Lens

Mitra Janatifar; S. Susan Marandi

Volume 7, Issue 3 , July 2018, , Pages 361-382

http://dx.doi.org/10.22108/are.2018.108818.1221

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
Accounting for Change in Critical Thinking Components Mediated by Differential Effects of Paper-based vs. Web-assisted Feedback in Writing
121. Accounting for Change in Critical Thinking Components Mediated by Differential Effects of Paper-based vs. Web-assisted Feedback in Writing

Seyyed Mohammad Ali Soozandehfar

Volume 9, Issue 3 , July 2020, , Pages 365-381

http://dx.doi.org/10.22108/are.2019.117949.1472

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
Comparing the Impact of Audio-Visual Input Enhancement on Collocation Learning in Traditional and Mobile Learning Contexts
122. Comparing the Impact of Audio-Visual Input Enhancement on Collocation Learning in Traditional and Mobile Learning Contexts

Elahe Naseri; farzaneh khodabandeh

Volume 8, Issue 3 , July 2019, , Pages 383-422

http://dx.doi.org/10.22108/are.2019.115716.1434

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
An Investigation of Iranian EFL Teachers and Learners’ Preferences in the Selection of Different Types of Direct and Indirect Oral Corrective Feedback
123. An Investigation of Iranian EFL Teachers and Learners’ Preferences in the Selection of Different Types of Direct and Indirect Oral Corrective Feedback

Mohammad Khatib; Muhammad Nasser Vaezi

Volume 6, Issue 4 , November 2017, , Pages 473-498

http://dx.doi.org/10.22108/are.2018.107740.1200

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
The Effect of Argument Mapping Instruction on L2 Writing Achievement across Writing Tasks and Writing Components: A Case of Iranian EFL Learners
124. The Effect of Argument Mapping Instruction on L2 Writing Achievement across Writing Tasks and Writing Components: A Case of Iranian EFL Learners

Ali Malmir; Fatemeh Khosravi

Volume 7, Issue 4 , November 2018, , Pages 515-540

http://dx.doi.org/10.22108/are.2018.111870.1318

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
The Impact of Contextual Variables on Internal Intensification of Apology Speech Acts in Persian: Social Distance and Severity of Offense in Focus
125. The Impact of Contextual Variables on Internal Intensification of Apology Speech Acts in Persian: Social Distance and Severity of Offense in Focus

Mohsen Shahrokhi

Volume 8, Issue 4 , November 2019, , Pages 531-558

http://dx.doi.org/10.22108/are.2019.114097.1381

Abstract
  The current paper primarily provides an account of how apology speech acts are internally intensified in Persian. Moreover, the study checks to what extent contextual variables, namely ...  Read More