The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature
The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature

Ali Derakhshan; Zohreh. R Eslami

Volume 9, Issue 1 , January 2020, , Pages 25-52

http://dx.doi.org/10.22108/are.2019.118062.1476

Abstract
  It is substantiated that particular features of pragmatics are teachable, and instruction is both necessary and effective. Determining what kind of intervention is most effectual for ...  Read More
Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme
Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme

Abouzar Rajabpour

Volume 10, Issue 3 , July 2021, , Pages 25-46

http://dx.doi.org/10.22108/are.2020.120506.1515

Abstract
  As the use of paper-based portfolios and, more recently, ePortfolios began to attract unprecedent significance in many educational learning contexts, many researchers in the field of ...  Read More
Investigating Practical Knowledge-Base (PKB) of Special-Education Teachers: The Case of Teaching Individuals with Down Syndrome (IDS) in the English as a Foreign Language (EFL) Context of Iran
Investigating Practical Knowledge-Base (PKB) of Special-Education Teachers: The Case of Teaching Individuals with Down Syndrome (IDS) in the English as a Foreign Language (EFL) Context of Iran

Hossein Talebzadeh; Mahvash Pourhanifeh

Volume 11, Issue 2 , April 2022, , Pages 25-50

http://dx.doi.org/10.22108/are.2022.127990.1791

Abstract
  Investigating teachers’ cognitions, both in general education and in language teaching, has gained momentum in the past few decades. Yet, the practical knowledge-base (PKB) of ...  Read More
Effect of Self-Evaluation Techniques on Iranian EFL Teachers’ Reflective Teaching
Effect of Self-Evaluation Techniques on Iranian EFL Teachers’ Reflective Teaching

Ali Roohani; Mina Moosavi Avendi

Volume 8, Issue 1 , January 2019, , Pages 27-50

http://dx.doi.org/10.22108/are.2018.111374.1302

Abstract
  As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching. In this light, this ...  Read More
Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables
Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables

Seyed Mohammad Reza Amirian; Hadi Masjedi; Seyedeh, Khadijeh Amirian

Volume 10, Issue 1 , January 2021, , Pages 33-50

http://dx.doi.org/10.22108/are.2020.120509.1514

Abstract
  This study represents an investigation into the interplay of the English as a Foreign Language (EFL) teacher burnout and such teacher-related variables as emotional intelligence, personality ...  Read More
The Status Quo of Language Assessment Literacy among Syrian EFL Teachers
The Status Quo of Language Assessment Literacy among Syrian EFL Teachers

Duaa Sulaiman; S. Susan Marandi; Leila Tajik

Volume 10, Issue 2 , April 2021, , Pages 33-60

http://dx.doi.org/10.22108/are.2021.126136.1657

Abstract
  With the increasing importance of Language Assessment Literacy in recent years, identifying the assessment literacy components in different contexts becomes essential to ensure that ...  Read More
The Effects of Task Type on Iranian EFL Learners’ Use of Lexical Diversity and Sophistication
The Effects of Task Type on Iranian EFL Learners’ Use of Lexical Diversity and Sophistication

Ali Akbar Ansarin; Mohammad Amin Karafkan; Yaser Hadidi

Volume 10, Issue 4 , November 2021, , Pages 39-70

http://dx.doi.org/10.22108/are.2021.126660.1673

Abstract
  EFL learners’ ability to use advanced and varied vocabulary is a crucial issue in writing performance. This study aimed to investigate the effect of writing task type on lexical ...  Read More
Reassembling Formal Features in Articles by L1 Persian Learners of L2 English
Reassembling Formal Features in Articles by L1 Persian Learners of L2 English

Marjansadat Momenzadeh; Manijeh Youhanaee

Volume 4, Issue 2 , August 2015, , Pages 43-61

http://dx.doi.org/10.22108/are.2015.15502

Abstract
  There  has  been  considerable  debate  over  what  the  sources  of  morphological  variation  in  second  language ...  Read More
The Impact of Podcasts on English Vocabulary Development in a Blended Educational Model
The Impact of Podcasts on English Vocabulary Development in a Blended Educational Model

Amir Mashhadi; َA. Majid null Hayati; Alireza Jalilifar

Volume 5, Issue 2 , July 2016, , Pages 145-172

http://dx.doi.org/10.22108/are.2016.20423

Abstract
  This experimental study attempts to see whether incorporating supplemental podcasts into the blended module of second language (L2) vocabulary teaching and learning leads to better ...  Read More
Does Learner Motivation Impact Pronunciation Gains in the Light of Teacher and Peer Oral Corrective Feedback?
Does Learner Motivation Impact Pronunciation Gains in the Light of Teacher and Peer Oral Corrective Feedback?

Parviz Alavinia; mitra Gholizadeh

Volume 6, Issue 2 , April 2017, , Pages 159-178

http://dx.doi.org/10.22108/are.2017.21345

Abstract
  Almost in every stage of their language learning process, the learners have motivation for what they do and receive a negative or positive feedback for it. The current study was after ...  Read More
Evaluation of EAP Programs in Iran: Document Analysis and Expert ‎Perspectives
Evaluation of EAP Programs in Iran: Document Analysis and Expert ‎Perspectives

Abutaleb Iranmehr; Mahmood Reza Atai; Esmat Babaii

Volume 7, Issue 2 , April 2018, , Pages 171-194

http://dx.doi.org/10.22108/are.2018.104481.1123

Abstract
  This study aimed to examine the policies in the Iranian English for Academic Purposes (EAP) education and the extent to which objectives match the policies and are materialized in practice. ...  Read More
A Study of the Effect of Dictogloss as a Medium of Form-focused Instruction on Vocabulary versus Grammar Development of Iranian EFL Learners
A Study of the Effect of Dictogloss as a Medium of Form-focused Instruction on Vocabulary versus Grammar Development of Iranian EFL Learners

Mohammad Zohrabi; Zahra Tahmasebi

Volume 9, Issue 2 , April 2020, , Pages 183-204

http://dx.doi.org/10.22108/are.2019.117960.1473

Abstract
  Vocabulary and grammar are two significant components of English which learners often find challenging in their process of learning English as a foreign language (EFL). Therefore, finding ...  Read More
Using Information Gap and Opinion Gap Tasks to Improve Introvert and Extrovert Learners’ Speaking
Using Information Gap and Opinion Gap Tasks to Improve Introvert and Extrovert Learners’ Speaking

Hamid Marashi; Razieh Naddim

Volume 8, Issue 2 , April 2019, , Pages 187-206

http://dx.doi.org/10.22108/are.2019.113273.1371

Abstract
  This study compared the effect of information gap and opinion gap tasks on introvert and extrovert EFL learners’ speaking. Accordingly, 138 learners out of 180 intermediate learners ...  Read More
Patterns of Pair Interaction in EFL Dyadic Talk: A Study of Peer Responses
Patterns of Pair Interaction in EFL Dyadic Talk: A Study of Peer Responses

Gholamreza Zarei; Bahareh Toluei ‎

Volume 6, Issue 3 , July 2017, , Pages 291-318

http://dx.doi.org/10.22108/are.2017.102846.1069

Abstract
  This classroom-based study sets out to study the relationships that EFL learners would form in peer responses in an EFL writing class. It examines Storch’s (2002a) patterns of ...  Read More
Operationalization of Formative Assessment in Writing: An Intuitive ‎Approach to the Development of an Instrument
Operationalization of Formative Assessment in Writing: An Intuitive ‎Approach to the Development of an Instrument

Elaheh Tavakoli; Seyed Mohammad Reza Amirian; Tony Burner; Mohammad Davoudi; Saeed Ghaniabadi

Volume 7, Issue 3 , July 2018, , Pages 319-344

http://dx.doi.org/10.22108/are.2018.112373.1340

Abstract
  The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam’s (2009) Formative Assessment (FA) and Hattie ...  Read More
The Relationship between Teacher Personality and Teacher Interpersonal Behavior: The Case of Iranian Teacher Educators
The Relationship between Teacher Personality and Teacher Interpersonal Behavior: The Case of Iranian Teacher Educators

Abolfazl l Khodamoradi; Seyed Hassan Talebi; Mojtaba Maghsoudi

Volume 9, Issue 3 , July 2020, , Pages 325-348

http://dx.doi.org/10.22108/are.2020.118591.1486

Abstract
  This study examined the association between teacher educators’ personality traits and their interpersonal behavior at Farhangian University (Teacher Education University in Iran). ...  Read More
Willingness to Write in EFL Contexts
Willingness to Write in EFL Contexts

Shiva Kaivanpanah; Behzad Ghonsooly; Nasser Salari Beynabaj

Volume 8, Issue 3 , July 2019, , Pages 339-364

http://dx.doi.org/10.22108/are.2019.114160.1387

Abstract
  This research was conducted to measure Persian EFL students’s degree of willingness to write in English. To reach the goal, semi-structured interviews were conducted, deriving ...  Read More
The Effect of Preview, Question, Read, and Summarize (PQRS) Strategy ‎on Indonesian EFL Students’ Writing Ability across Working Memory ‎Capacity Levels
The Effect of Preview, Question, Read, and Summarize (PQRS) Strategy ‎on Indonesian EFL Students’ Writing Ability across Working Memory ‎Capacity Levels

Vindy Ekaningrum; Bambang Cahyono; Enny Irawati

Volume 6, Issue 4 , November 2017, , Pages 435-454

http://dx.doi.org/10.22108/are.2018.104455.1124

Abstract
  This study aimed at investigating the effect of Preview, Question, Read, Summarize (PQRS) Strategy on EFL students’ writing ability by considering their working memory capacity ...  Read More
Mediation and EFL Learners’ Willingness to Communicate: A Micro Sociocultural Study
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
The Impact of the Asynchronous Online Discussion Forum on the Iranian EFL Students’ Writing Ability and Attitudes
The Impact of the Asynchronous Online Discussion Forum on the Iranian EFL Students’ Writing Ability and Attitudes

Mohammad Omid Mohammadi; Ali Akbar Jabbari; Alimohammad Fazilatfar

Volume 7, Issue 4 , November 2018, , Pages 457-486

http://dx.doi.org/10.22108/are.2018.112792.1351

Abstract
  This paper focuses on the impact of an asynchronous online discussion forum on the development of students’ ability in and attitudes toward writing in English. To do this, 60 ...  Read More
The Integrative Effect of Direct Corrective Feedback and Metalinguistic Explanation on Learners' Accuracy in using English Articles
The Integrative Effect of Direct Corrective Feedback and Metalinguistic Explanation on Learners' Accuracy in using English Articles

Golia Mohammadi; Nasim Ghanbari; Abbas Abbasi

Volume 8, Issue 4 , November 2019, , Pages 489-510

http://dx.doi.org/10.22108/are.2019.115702.1432

Abstract
  The present study was conducted to further improve the practice of written corrective feedback by integrating the two known feedback types (i.e. direct corrective feedback and metalinguistic ...  Read More
Examining the difficulty pathways of can-do statements from a localized version of the CEFR
Examining the difficulty pathways of can-do statements from a localized version of the CEFR

Judith Runnels

Volume 2, Issue 1 , February 2013, , Pages 25-32

http://dx.doi.org/10.22108/are.2013.15461

Abstract
  The Japanese adaptation of the Common European Framework of Reference (CEFR-J) is a tailored version of the Common European Framework of Reference (CEFR), designed to better meet the ...  Read More
The relationship between task repetition and language proficiency
The relationship between task repetition and language proficiency

Ahmad Mojavezi

Volume 3, Issue 1 , January 2014, , Pages 29-40

http://dx.doi.org/10.22108/are.2014.15478

Abstract
  Task  repetition  is  now  considered  as  an  important  task-based  implementation  variable  which can affect complexity, accuracy, ...  Read More
Interface between L2 learners’ pragmatic performance, language proficiency, and individual/group ZPD
Interface between L2 learners’ pragmatic performance, language proficiency, and individual/group ZPD

Zia Tajeddin; Farhad Tayebipour

Volume 4, Issue 1 , February 2015, , Pages 31-44

http://dx.doi.org/10.22108/are.2015.15495

Abstract
  One of the theories accounting for pragmatic development of L2 learners is Vygotsky’s (1978) sociocultural  theory.  This  study  investigated  the  ...  Read More
An Investigation into the Socio-Cultural Strategy Use and the Writing Competence of Iranian EFL Learners
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