Investigating Noticing in Narrative Writing Tasks and its Effect on EFL Learners’ Writing Performance
1. Investigating Noticing in Narrative Writing Tasks and its Effect on EFL Learners’ Writing Performance

Davoud Amini; Mansour Amini; Fereshteh Naseri Maleki

Volume 8, Issue 3 , July 2019, , Pages 365-382

http://dx.doi.org/10.22108/are.2019.115769.1437

Abstract
  The practice of ‘writing to learn’ has been propounded as fast-tracking the dynamic process of noticing problems in L2 writing. However, a marked melioration in learners’ ...  Read More
The Effect of Argument Mapping Instruction on L2 Writing Achievement across Writing Tasks and Writing Components: A Case of Iranian EFL Learners
2. 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
Novice Iranian EFL Writers’ Reactions to Collective Peer Scaffolding Incorporation into their Paragraph Writing Course
3. Novice Iranian EFL Writers’ Reactions to Collective Peer Scaffolding Incorporation into their Paragraph Writing Course

Alireza Memari Hanjani

Volume 7, Issue 2 , April 2018, , Pages 273-292

http://dx.doi.org/10.22108/are.2019.112997.1363

Abstract
  Research has provided conflicting findings regarding the benefits of paired and small-group peer scaffolding in EFL writing context. The present case study incorporated collective peer ...  Read More
Plagiarism and Intertextuality: RA Authors’ Sociocultural Perceptions and Mainstream Practices
4. Plagiarism and Intertextuality: RA Authors’ Sociocultural Perceptions and Mainstream Practices

Saleh Arizavi; Mohsen Jannejad; Yazdan Choobsaz

Volume 7, Issue 1 , January 2018, , Pages 19-42

http://dx.doi.org/10.22108/are.2018.108805.1220

Abstract
  This study reports on research article (RA) authors’ definitional understanding and sociocultural perceptions of intertextuality and plagiarism in academic writing. To meet this ...  Read More
Selective vs. comprehensive grammar correction in writing pedagogy: Counter evidence to Truscott’s view
5. 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
Examining University Students' Scholarly Publication in English Journals: A Case for Postgraduate Students' Written Literacy Practices
6. Examining University Students' Scholarly Publication in English Journals: A Case for Postgraduate Students' Written Literacy Practices

Marjan Vosoughi; Sue-San Ghahremani Ghajar; Atefeh Navarchi

Volume 6, Issue 1 , January 2017, , Pages 85-116

http://dx.doi.org/10.22108/are.2017.21328

Abstract
  This  research  aimed  to  screen  'essay  writing'  difficulties  that  non-native  university students  at  postgraduate  ...  Read More
The Lyrical Sensibility in English Nature Writing: An Appraisal Analysis
7. The Lyrical Sensibility in English Nature Writing: An Appraisal Analysis

Zahra Kordjazi; Behzad Ghonsooly; Mohammad Ghazanfari

Volume 6, Issue 1 , January 2017, , Pages 43-66

http://dx.doi.org/10.22108/are.2017.21325

Abstract
  Abstract: This study explores emotive language in lyrical nature writing from the perspective of ecolinguistics in four nature books. In fact, embodied mind style is explored by considering ...  Read More
Bilingual and Monolingual EFL learners’ Use of Writing Metacognitive Strategies and Writing Performance
8. Bilingual and Monolingual EFL learners’ Use of Writing Metacognitive Strategies and Writing Performance

Fatemeh Poorebrahim; Mohammad Hassan Tahririan; Katayoon Afzali

Volume 6, Issue 1 , January 2017, , Pages 1-22

http://dx.doi.org/10.22108/are.2017.21323

Abstract
  Research has shown that writing skill of Iranian learners is not at a satisfactory level. One  of  the  ways  to  develop  writing  ability  ...  Read More
The Interplay of Emotional Intelligence, EFL Students’ Gender, and their Writing Performance: A Correlational Study of Iranian University Students
9. 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

http://dx.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
Published vs. Postgraduate Writing in Applied Linguistics: The Case of Lexical Bundles
10. Published vs. Postgraduate Writing in Applied Linguistics: The Case of Lexical Bundles

Hasan Jalali; Gholamreza Zarei

Volume 5, Issue 1 , January 2016, , Pages 1-16

http://dx.doi.org/10.22108/are.2016.20393

Abstract
  Abstract: Lexical bundles, as building blocks of coherent discourse, have been the subject of much research in the last two decades. While many of such studies have been mainly concerned ...  Read More
An Investigation into the Socio-Cultural Strategy Use and the Writing Competence of Iranian EFL Learners
11. An Investigation into the Socio-Cultural Strategy Use and the Writing Competence of Iranian EFL Learners

Gholamreza Zareian; Omid Mallahi

Volume 5, Issue 1 , January 2016, , Pages 33-50

http://dx.doi.org/10.22108/are.2016.20395

Abstract
  The sociocultural approach to writing strategy use emphasizes the importance of context and the mediating resources that learners can use to enhance the quality of their performance ...  Read More
The relationship between writing strategies and personality types of graduate Iranian EFL learners
12. The relationship between writing strategies and personality types of graduate Iranian EFL learners

Mohammad Reza Anani Sarab; Mohammad Amini Farsani

Volume 3, Issue 2 , August 2014, , Pages 69-84

http://dx.doi.org/10.22108/are.2014.15487

Abstract
  In recent years, language learning research has been paying more attention to the factors that may  affect  the  choice  by  language  learners  of  ...  Read More
Written word recognition by the elementary and advanced level Persian-English bilinguals
13. Written word recognition by the elementary and advanced level Persian-English bilinguals

Ferdos Taleb; Zahra Fotovatnia

Volume 2, Issue 2 , July 2013, , Pages 81-106

http://dx.doi.org/10.22108/are.2013.15472

Abstract
  According  to  a  basic  prediction  made  by  the  Revised  Hierarchical  Model  (RHM),  at  early  stages  ...  Read More
Pinpointing the classifiers of English language writing ability: A discriminant function analysis approach
14. Pinpointing the classifiers of English language writing ability: A discriminant function analysis approach

Reza Pishghadam; Mohammad Ali Shams

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

http://dx.doi.org/10.22108/are.2013.15463

Abstract
  The  major  aim  of  this  paper  was  to  investigate  the  validity  of  language  and intelligence  factors  ...  Read More
Audience awareness of Persian learners of English writing: Towards a model of task-oriented strategies
15. Audience awareness of Persian learners of English writing: Towards a model of task-oriented strategies

Nematullah Shomossi; Saeed Ketabi; Abbass Eslami Rasekh

Volume 1, Issue 1 , January 2012, , Pages 87-102

http://dx.doi.org/10.22108/are.2012.15448

Abstract
  Persian  learners  of  English  often  avoid  attending  to  audience  considerations,  which  brings them  lower  scores.  ...  Read More