Vol.12, No. 3, 2023

Pages 1-152

10.22108/are.2023.28717

• Editorial
• PDF 291.66 K

Answer Changing in Online and Traditional Pen-Paper Tests: The Case ‎of Upper Intermediate EFL Learners with Different Cognitive Styles

Pages 1-22

10.22108/are.2023.138092.2112

Fatemeh Zolfaghari ‎

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• PDF 1.74 M

The Impact of Explicit Instruction of Critical Thinking on EFL Learners' ‎Critical Thinking Skills

Pages 23-42

10.22108/are.2023.137839.2104

Naser Oroujlou ‎; Karim Sadeghi ‎

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• PDF 1.46 M
•   1

Teacher Scaffolding in English-Medium Content-Based Instruction: Modes of Classroom Interaction

Pages 43-66

10.22108/are.2023.139205.2164

Zahra Kamrani; Zia Tajeddin; Minoo Alemi

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• PDF 531.74 K
•   1

Leniency in Translation Assessment and Raters’ Personality Traits of Agreeableness and Conscientiousness

Pages 67-86

10.22108/are.2023.138647.2129

Zohreh Gharaei

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• PDF 490.28 K

The Impact of a Teacher Education Course on Iranian EFL Pre-service Teachers' Pedagogical Beliefs

Pages 87-110

10.22108/are.2023.138316.2123

Abolfazl Khodamoradi

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• PDF 682.78 K

Presenting a Profile of Teacher Agency among Iranian EFL University Instructors

Pages 111-132

10.22108/are.2023.138675.2131

Seyyed Ayatollah Razmjoo; Fahimeh Tajik

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• PDF 523.74 K

A Cross-Linguistic Study of Lexical Stress Sensitivity and Listening Ability of Iranian EFL learners: A Comparison between Monolinguals and Bilinguals

Pages 133-152

10.22108/are.2024.136768.2052

Hakimeh Khoobkhahi; Nahid Yarahmadzehi

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• PDF 512.58 K