Evaluation of the Latest Pre-Service Teacher Education Curriculum in EFL Context: A Testimony of Teachers, Teachers Educators and Student Teachers' Perspectives
2. Evaluation of the Latest Pre-Service Teacher Education Curriculum in EFL Context: A Testimony of Teachers, Teachers Educators and Student Teachers' Perspectives

Mohammad Nabi Ranjbari; Hossein Heidari Tabrizi; Akbar Afghari

Volume 9, Issue 1 , January 2020, Pages 1-24

http://dx.doi.org/10.22108/are.2019.115655.1431

Abstract
  Teacher training programs in Iran have undergone extensive investigations and modifications since the establishment of educational institutions. This interest in teacher education has ...  Read More
The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature
3. 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
Shadowing and Scaffolding Techniques Affecting L2 Reading Comprehension
4. Shadowing and Scaffolding Techniques Affecting L2 Reading Comprehension

Abbas Ali Zarei; Hossein Alipour

Volume 9, Issue 1 , January 2020, Pages 53-74

http://dx.doi.org/10.22108/are.2019.117030.1462

Abstract
  Scaffolding and shadowing techniques have been shown to improve language learners’ reading comprehension. However, little attention has been paid to the comparative effectiveness ...  Read More
Contributions of Kumaravadivelu’s Language Teacher Education Modular Model (KARDS) to Iranian EFL Language Institute Teachers’ Professional Identity
5. 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
Structural Equation Modeling of EFL Learners' Willingness to Communicate and Their Cognitive and Personality Traits
6. Structural Equation Modeling of EFL Learners' Willingness to Communicate and Their Cognitive and Personality Traits

Zahra Amirian; Zeinab Karamifar; Manijeh Youhanaee

Volume 9, Issue 1 , January 2020, Pages 103-136

http://dx.doi.org/10.22108/are.2019.116248.1451

Abstract
  This study aimed at investigating the relationship between Willingness to Communicate and EFL learners’ Communication Apprehension, Self-perceived Communicative Competence, Self-regulation, ...  Read More
The Impact of Gender and Task Nature on Iranian EFL Learners’ Oral Corrective Feedback Preferences
7. The Impact of Gender and Task Nature on Iranian EFL Learners’ Oral Corrective Feedback Preferences

Mohammad Salehi; Saeedeh Jafari Pazoki

Volume 9, Issue 1 , January 2020, Pages 137-154

http://dx.doi.org/10.22108/are.2019.116064.1445

Abstract
  This study examined Iranian EFL learners’ preferences regarding oral Corrective Feedback (CF) in a TOEFL speaking course. A 30-item questionnaire was administered to 32 participants ...  Read More