Vol. 10, No. 1, 2021

10.22108/are.2021.25881

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Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model

Pages 1-32

10.22108/are.2020.121574.1540

Zeinab Sazegar; Hamid Ashraf; Khalil Motallebzadeh

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• PDF 1.97 M

Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables

Pages 33-50

10.22108/are.2020.120509.1514

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

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Productive or Maladaptive Immunity? Which one is more Dominant among Iranian EFL Prospective Teachers?

Pages 51-80

10.22108/are.2020.124031.1595

Mojtaba Maghsoudi

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Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers

Pages 81-104

10.22108/are.2020.125317.1634

Shahrzad Alipour; Zohreh Kashkouli; Momene Ghadiri

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Covert Curriculum in ELT Coursebooks: Evidence from Top Notch and English File Series

Pages 105-128

10.22108/are.2021.121788.1547

Jaleh Hassaskhah; Alireza Abdollahi

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EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance

Pages 129-152

10.22108/are.2020.122785.1571

sara Ziaee; Mansoor Tavakoli; Mohsen Rezazadeh

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