Volume 11 (2022)
Volume 10 (2021)
Volume 9 (2020)
Volume 8 (2019)
Volume 7 (2018)
Volume 6 (2017)
Volume 5 (2016)
Volume 4 (2015)
Volume 3 (2014)
Volume 2 (2013)
Volume 1 (2012)
Number of Articles: 240
The Relationship between Graded and Tested Achievement: Do Gender and Proficiency Level Make a Difference?
Volume 9, Issue 4 , November 2020, , Pages 477-502
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
Volume 7, Issue 4 , November 2018, , Pages 487-514
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
Volume 8, Issue 4 , November 2019, , Pages 511-530
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
Volume 2, Issue 1 , February 2013, , Pages 33-44
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
Volume 3, Issue 1 , January 2014, , Pages 41-54
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
Volume 1, Issue 2 , September 2012, , Pages 45-56
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
Volume 4, Issue 1 , February 2015, , Pages 45-58
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
Volume 2, Issue 2 , July 2013, , Pages 51-64
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
Volume 5, Issue 1 , January 2016, , Pages 51-76
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
Volume 3, Issue 2 , August 2014, , Pages 55-68
Abstract
The present study aimed at investigating DIF sources on an EFL reading comprehension test. Accordingly, ... Read More
Crossing the threshold of Iranian TEFL
Volume 1, Issue 1 , January 2012, , Pages 57-71
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
Volume 11, Issue 1 , January 2022, , Pages 63-88
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
Volume 6, Issue 1 , January 2017, , Pages 67-84
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
Volume 7, Issue 1 , January 2018, , Pages 67-88
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
Volume 11, Issue 2 , April 2022, , Pages 73-92
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
Volume 9, Issue 1 , January 2020, , Pages 75-102
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
Volume 10, Issue 3 , July 2021, , Pages 77-104
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
Volume 4, Issue 2 , August 2015, , Pages 78-95
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?
Volume 8, Issue 1 , January 2019, , Pages 78-114
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
Volume 10, Issue 1 , January 2021, , Pages 81-104
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
Volume 10, Issue 2 , April 2021, , Pages 89-110
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
Volume 10, Issue 4 , November 2021, , Pages 99-138
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
Volume 5, Issue 2 , July 2016, , Pages 191-210
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
Volume 6, Issue 2 , April 2017, , Pages 193-212
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
Volume 7, Issue 2 , April 2018, , Pages 215-236