Vol. 12, No. 2, 2023

Pages 1-200

10.22108/are.2023.27950

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The Impact of Synchronous Online Teaching on Iraqi EFL Learners’ Oral Comprehension

Pages 1-24

10.22108/are.2022.134671.1967

Salman Hintaw Abdulhussien

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• PDF 1.7 M

Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs

Pages 25-50

10.22108/are.2022.134674.1968

Viet Quoc Hoang; Hung Phu Bui

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Google Translate in Foreign Language Learning: A Systematic Review

Pages 51-84

10.22108/are.2023.134264.1949

Vahid Reza Mirzaeian; Katayoun Oskoui

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• PDF 1.86 M

Construction and Validation of EFL Teachers’ Professional Identity ‎Perception Inventory of Technology-Enhanced Instructions during the ‎COVID-19 Pandemic‎

Pages 85-132

10.22108/are.2023.136213.2038

Masoumeh ‎ Dousti; Zahra Amirian ‎

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Intersectionality in Second Language Education and the Birth of a New Term

Pages 133-154

10.22108/are.2023.137020.2063

Tahmineh Khalili; Seyyed Mohammad Reza Adel

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The Role of Data-Driven Learning in Developing Trait Emotional ‎Intelligence

Pages 155-174

10.22108/are.2023.137132.2069

Javad Zare ‎; Khadijeh Aqajani Delavar ‎

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‎“I Don’t Like Working Hard to Materialize Another Person’s Dreams”: ‎The Emotion Labor and Identity Dilemma of a Novice Iranian Female ‎EFL Teacher at Private Language Institutes

Pages 175-200

10.22108/are.2023.137256.2070

Yasser Aminifard ‎; Rahman Sahragard ‎; Luis Javier Pentón Herrera ‎

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