Exploring Implicit and Explicit Lexical Strategies in L2 Learners’ Incidental Vocabulary Learning While Reading
Exploring Implicit and Explicit Lexical Strategies in L2 Learners’ Incidental Vocabulary Learning While Reading

Reza Ashraf Nia; Ali Roohani; Mahmood Hashemian

Volume 12, Issue 1 , January 2023, , Pages 133-158

https://doi.org/10.22108/are.2022.134377.1958

Abstract
  Vocabulary learning can occur incidentally when explicit and implicit cognitive processes are at work. The present study investigated how frequently a set of (implicit/explicit) lexical ...  Read More
The Relationship between Graded and Tested Achievement: Do Gender and Proficiency Level Make a Difference?
The Relationship between Graded and Tested Achievement: Do Gender and Proficiency Level Make a Difference?

Majid Nowruzi; Majid Amerian; Hooshang Yazdani; Alimohammad Mohammadi

Volume 9, Issue 4 , November 2020, , Pages 477-502

https://doi.org/10.22108/are.2020.120578.1516

Abstract
  Grades represent one of the most common sources of evidence of student achievement in classrooms, though their relationship with test scores has remained understudied, particularly ...  Read More
The Impact of Gender and Task Nature on Iranian EFL Learners’ Oral Corrective Feedback Preferences
The Impact of Gender and Task Nature on Iranian EFL Learners’ Oral Corrective Feedback Preferences

Mohammad Salehi; Saeedeh Jafari Pazoki

Volume 9, Issue 1 , January 2020, , Pages 137-154

https://doi.org/10.22108/are.2019.116064.1445

Abstract
  This study examined Iranian EFL learners’ preferences regarding oral Corrective Feedback (CF) in a TOEFL speaking course. A 30-item questionnaire was administered to 32 participants ...  Read More
The Effect of EQ and Gender on Oral Cloze Performance of Simultaneous Interpreting Students
The Effect of EQ and Gender on Oral Cloze Performance of Simultaneous Interpreting Students

Gholam Reza Tajvidi; Sima Ferdowsi

Volume 8, Issue 2 , April 2019, , Pages 165-186

https://doi.org/10.22108/are.2018.112455.1342

Abstract
  This research sought to investigate the relationship between simultaneous interpreters’ oral cloze performance, their emotional intelligence, and gender. In other words, the study ...  Read More
The Interplay of Emotional Intelligence, EFL Students’ Gender, and their Writing Performance: A Correlational Study of Iranian University Students
The Interplay of Emotional Intelligence, EFL Students’ Gender, and their Writing Performance: A Correlational Study of Iranian University Students

Masoomeh Estaji; Yalda Shahmoradi

Volume 5, Issue 2 , July 2016, , Pages 173-190

https://doi.org/10.22108/are.2016.20425

Abstract
  This study was an attempt to examine the relationship between EFL students’ EI, their gender, and writing performance. To this end, 30 female and 27 male English B.A. students, ...  Read More
Complimenting Functions by Native English Speakers and Iranian EFL Learners: A Divergence or Convergence
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

https://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