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

http://dx.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 Effect of Task Repetition under Different Time Conditions on EFL Learners' Oral Performance and Grammatical Knowledge Gain
The Effect of Task Repetition under Different Time Conditions on EFL Learners' Oral Performance and Grammatical Knowledge Gain

Nasim Valizadeh; Karim Sadeghi; Farah Ghaderi

Volume 7, Issue 4 , November 2018, , Pages 487-514

http://dx.doi.org/10.22108/are.2018.113083.1365

Abstract
  This quasi-experimental study aimed to investigate the effect of task repetition under four conditions on the three dimensions of oral production (accuracy, complexity and fluency) ...  Read More
Applying Computer-Mediated Active Learning Intervention to Improve L2 Listening Comprehension
Applying Computer-Mediated Active Learning Intervention to Improve L2 Listening Comprehension

Parisa Abdolrezapour

Volume 8, Issue 4 , November 2019, , Pages 511-530

http://dx.doi.org/10.22108/are.2019.115355.1424

Abstract
  : This study aims to apply active learning in a foreign language context to improve L2 learners’ listening comprehension. Participants in this attempt were 56 EFL learners between ...  Read More
How textbooks (and learners) get it wrong: A corpus study of modal auxiliary verbs
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
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
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
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
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
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
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
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
Tracking Defense Mechanisms in an EFL Setting: Pseudo-altruism on Top
Tracking Defense Mechanisms in an EFL Setting: Pseudo-altruism on Top

Melika Tazimifar; Momene Ghadiri; Zohreh Kashkouli

Volume 11, Issue 1 , January 2022, , Pages 63-88

http://dx.doi.org/10.22108/are.2021.129384.1742

Abstract
  This paper reports the study undertaken on types of defense mechanisms used by Iranian EFL teachers. Furthermore, the significant differences between male and female EFL teachers at ...  Read More
Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers
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
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
The Effects of Guided Discovery Learning on the Development of Iranian Teenage and Adult EFL Learners’ Syntactic Structures
The Effects of Guided Discovery Learning on the Development of Iranian Teenage and Adult EFL Learners’ Syntactic Structures

Mahdi Hasanvand; Amir Mohammadian

Volume 11, Issue 2 , April 2022, , Pages 73-92

http://dx.doi.org/10.22108/are.2022.130652.1781

Abstract
  Researchers have always been concerned with innovative approaches to facilitate the learning process for language learners. One of the facilitating strategies is guided discovery learning, ...  Read More
Contributions of Kumaravadivelu’s Language Teacher Education Modular Model (KARDS) to Iranian EFL Language Institute Teachers’ Professional Identity
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
Instructed Second Language Pragmatics for the Speech Act of Apology in an Iranian EFL Context: A Meta-Analysis
Instructed Second Language Pragmatics for the Speech Act of Apology in an Iranian EFL Context: A Meta-Analysis

Farzaneh Shakki; Jila Naeini; Omid Mazandarani; Ali Derakhshan

Volume 10, Issue 3 , July 2021, , Pages 77-104

http://dx.doi.org/10.22108/are.2021.128213.1709

Abstract
  Considering one of the earliest calls for applying pragmatics in the second language, Kasper and Rose’s (2002) study “Is Pragmatic Teachable?”, pragmatic features ...  Read More
Semantic Priming Effect on Relative Clause Attachment Ambiguity Resolution in L2
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?
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
Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers
Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers

Shahrzad Alipour; Zohreh Kashkouli; Momene Ghadiri

Volume 10, Issue 1 , January 2021, , Pages 81-104

http://dx.doi.org/10.22108/are.2020.125317.1634

Abstract
  The Persian translation of the emotion regulation strategies inventory (Gross & John, 2003) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational ...  Read More
Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course
Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course

Hassan Soodmand Afshar; Hossein Movassagh

Volume 10, Issue 2 , April 2021, , Pages 89-110

http://dx.doi.org/10.22108/are.2021.127277.1682

Abstract
  The importance of language teacher identity has been widely recognized recently as teachers’ professional development is highly influenced by the ways teachers view themselves. ...  Read More
Developing and Validating Identity Processing Styles Scale for Iranian High School EFL Teachers: A Mixed Methods Approach
Developing and Validating Identity Processing Styles Scale for Iranian High School EFL Teachers: A Mixed Methods Approach

Salah Addin Rahimi; Seyyed Ayatollah Razmjoo

Volume 10, Issue 4 , November 2021, , Pages 99-138

http://dx.doi.org/10.22108/are.2021.129092.1734

Abstract
  Berzonsky (1990) conceptualized three social-cognitive components of the identity process: an informational or scientific style, normative or dogmatic style, and a diffuse or ad hoc ...  Read More
Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design
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
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
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