The Measurement and Incorporation of ZPD Scenarios in Developing Writing Complexity in EFL Classes: Group-Wide ZPD vs. Individualized ZPD
1. The Measurement and Incorporation of ZPD Scenarios in Developing Writing Complexity in EFL Classes: Group-Wide ZPD vs. Individualized ZPD

Samaneh Nazerian; Gholam-Reza Abbasian; Ahmad Mohseni

Volume 9, Issue 4 , November 2020, , Pages 561-584

http://dx.doi.org/10.22108/are.2020.121821.1552

Abstract
  Despite growing interest in the studies on Zone of Proximal Development (ZPD), its operation in the forms of individualized and group-wide has been controversial. To cast some empirical ...  Read More
Mediation and EFL Learners’ Willingness to Communicate: A Micro Sociocultural Study
2. Mediation and EFL Learners’ Willingness to Communicate: A Micro Sociocultural Study

Behrouz Jamalvandi; Manoochehr Jafarigohar; Alireza Jalilifar; Hassan Soleimani

Volume 9, Issue 4 , November 2020, , Pages 449-476

http://dx.doi.org/10.22108/are.2020.117283.1465

Abstract
  Exploring various dimensions associated with classroom Willingness to Communicate (WTC) appears to have become a focal issue among researchers. Despite previous studies on WTC, there ...  Read More
Sociocultural Identity in TEFL Textbooks: A Systemic Functional ‎Analysis
3. Sociocultural Identity in TEFL Textbooks: A Systemic Functional ‎Analysis

Nasser Rashidi; fatemeh zolfaghari

Volume 7, Issue 3 , July 2018, , Pages 293-318

http://dx.doi.org/10.22108/are.2018.101749.1050

Abstract
  This study aimed at investigating shades of identity in TEFL textbooks. Most identity studies have focused on authors as knowledge producers. They have neglected authors' roles in constructing ...  Read More