Abaszadeh, Afsaneh
Investigating disagreements through a context-specific approach: A case of Iranian L2 speakers [Volume 3, Issue 1, 2014, Pages 87-100]
Abdul Sattar, Hiba Qusay
A cross-cultural study of request speech act: Iraqi and Malay students [Volume 3, Issue 2, 2014, Pages 35-54]
Adams, Rebecca
The relationship between working memory and L2 reading comprehension [Volume 3, Issue 2, 2014, Pages 19-34]
Ahmadi, Alireza
A confirmatory study of Differential Item Functioning on EFL reading comprehension [Volume 3, Issue 2, 2014, Pages 55-68]
Amini Farsani, Mohammad
The relationship between writing strategies and personality types of graduate Iranian EFL learners [Volume 3, Issue 2, 2014, Pages 69-84]
Anani Sarab, Mohammad Reza
The relationship between writing strategies and personality types of graduate Iranian EFL learners [Volume 3, Issue 2, 2014, Pages 69-84]
B
Birjandi, Parviz
Pragmatic comprehension of apology, request and refusal: An investigation on the effect of consciousness-raising video-driven prompts [Volume 3, Issue 1, 2014, Pages 67-86]
C
Chen, I-An
Redefining conceptions of grammar in English education in Asia: SFL in practice [Volume 3, Issue 2, 2014, Pages 1-18]
D
Derakhshan, Ali
Pragmatic comprehension of apology, request and refusal: An investigation on the effect of consciousness-raising video-driven prompts [Volume 3, Issue 1, 2014, Pages 67-86]
E
Eghtesadi, Ahmad Reza
The effect of reading purpose on incidental vocabulary learning and retention among elementary Iranian learners of English [Volume 3, Issue 1, 2014, Pages 55-66]
F
Farnia, Maryam
A cross-cultural study of request speech act: Iraqi and Malay students [Volume 3, Issue 2, 2014, Pages 35-54]
G
Gebhard, Meg
Redefining conceptions of grammar in English education in Asia: SFL in practice [Volume 3, Issue 2, 2014, Pages 1-18]
Ghafar Samar, Reza
Investigating disagreements through a context-specific approach: A case of Iranian L2 speakers [Volume 3, Issue 1, 2014, Pages 87-100]
Gunawan, Wawan
Redefining conceptions of grammar in English education in Asia: SFL in practice [Volume 3, Issue 2, 2014, Pages 1-18]
H
Hamzavi, Raoof
Listening strategy use, test anxiety and test performance of intermediate and advanced Iranian EFL learners [Volume 3, Issue 2, 2014, Pages 101-116]
J
Jalili, Touraj
A confirmatory study of Differential Item Functioning on EFL reading comprehension [Volume 3, Issue 2, 2014, Pages 55-68]
Jin Ahn, Soo
Motivation, amount of interaction, length of residence, and ESL learners’ pragmatic competence [Volume 3, Issue 1, 2014, Pages 9-28]
Mojavezi, Ahmad
The relationship between task repetition and language proficiency [Volume 3, Issue 1, 2014, Pages 29-40]
Momeni, Sakine
The effect of reading purpose on incidental vocabulary learning and retention among elementary Iranian learners of English [Volume 3, Issue 1, 2014, Pages 55-66]
N
Nation, Paul
Designing reading tasks to maximise vocabulary learning [Volume 3, Issue 1, 2014, Pages 1-8]
P
Pourmohamadi, Fatemeh
Investigating disagreements through a context-specific approach: A case of Iranian L2 speakers [Volume 3, Issue 1, 2014, Pages 87-100]
R
R Eslami, Zohre
Motivation, amount of interaction, length of residence, and ESL learners’ pragmatic competence [Volume 3, Issue 1, 2014, Pages 9-28]
Rezazadeh, Maryam
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, 2014, Pages 41-54]
S
Shahnazari-Dorcheh, Mohammadtaghi
The relationship between working memory and L2 reading comprehension [Volume 3, Issue 2, 2014, Pages 19-34]
Soleimani, Hassan
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, 2014, Pages 41-54]
Soodmand Afshar, Hassan
Listening strategy use, test anxiety and test performance of intermediate and advanced Iranian EFL learners [Volume 3, Issue 2, 2014, Pages 101-116]
Z
Zandi, Hamed
Investigating the relationship among complexity, range, and strength of grammatical knowledge of EFL students [Volume 3, Issue 2, 2014, Pages 85-100]
