Vol. 13 , No. 2. 2024

Pages 1-180

10.22108/are.2024.28716

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The Use of Assessment for Learning Rather than Assessment of Learning in EFL Context

Pages 1-30

10.22108/are.2024.140274.2210

Mohammad Zohrabi; Fereshteh Nasirfam

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•   1

Trajectories of Multilingual Iranian Students’ Speaking Skill Development from Complex Dynamic Systems Theory Perspective

Pages 31-56

10.22108/are.2024.140705.2240

Marzieh Souzandehfar

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Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions

Pages 57-80

10.22108/are.2024.140729.2241

Ragad M Tawafak; Liqaa Habeb Al-Obaydi; Marcel Pikhart; Ehsan Namaziandost

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Disclosing the Effects of Online Collaborative Writing on Writing Skills and Self-Perception of Technology: A Study on Ethiopian EFL Learners

Pages 81-104

10.22108/are.2024.135687.2016

Afsheen Rezai; Tribhuwan Kumar; Mengesha Robso Wodajo

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Pronunciation Anxiety of Indonesian Pre-Service English Teachers: Do Study Duration and Gender Matter?

Pages 105-124

10.22108/are.2024.140500.2224

Adaninggar Septi Subekti; Lemmuela Alvita Kurniawati; Judith Ratu Tandi Arrang; Linerda Tulaktondok

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A Contributory Study of the Factors in British and Iranian English Instructors’ Teacher Immunity

Pages 125-148

10.22108/are.2024.141099.2264

Leila Dobakhti; Abdolreza Khalili

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Probing into the Effects of Teacher Support on EFL Learners' Self-esteem, Resilience, Academic Enjoyment, and Academic Achievement

Pages 149-180

10.22108/are.2024.141168.2269

Anwar Hammad Al-Rashidi; Fidel Çakmak

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• PDF 633.32 K