Vol.13, No.4. 2024

Pages 1-206

10.22108/are.2024.29030

• Editorial
• PDF 293.12 K

Exploring EFL teachers’ and learners’ beliefs and practices about task rehearsal

Pages 1-22

10.22108/are.2024.141596.2300

Abbas Mansouri; Mahnaz Mostafaei Alaei

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• PDF 503.74 K

Exploring the Multifaceted Characteristics of Pre-Service EFL Teachers during Practicum: A Complexity Theory Perspective in Vietnam

Pages 23-48

10.22108/are.2024.141547.2296

Nguyen Huu Hoang

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• PDF 526.04 K

Promoting Authorial Voice Expression in Academic Writing of EFL Learners through Implicit and Explicit Instruction

Pages 49-70

10.22108/are.2024.141502.2294

Narges Baktash; Shiva Kaivanpanah; Sayyed Mohammad Alavi

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• PDF 667.33 K

Levels of Equality and Gender Dispersal in Dyadic Collaborations: Does Asymmetry Work?

Pages 71-100

10.22108/are.2024.141468.2293

Shima Ghahari; Mohadeseh Amiri; Mohamad Abbasnejad

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• PDF 637.07 K

Decoding the Significance of Digital Literacies among EFL Learners: A Probe into the Consequences on Technostress, Foreign Language Anxiety, Academic Enjoyment, and Language Achievement

Pages 101-128

10.22108/are.2024.141205.2274

Barno Sayfutdinovna Abdullaeva; Diyorjon Abdullaev; Laylo Djuraeva

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• PDF 563.25 K

Perceptions of Incorporating Smartphones to Overcome Learners' Listening Difficulties in Bangladeshi Tertiary EFL Classrooms

Pages 129-162

10.22108/are.2024.140923.2252

Md. Nasim Fardose Sajib; Md. Nurullah Patwary

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• PDF 590.56 K

Navigating E-Learning Horizons: Exploring Challenges and Opportunities in Higher Education Integration from the German vs. Iranian EFL Teacher's Lens

Pages 163-206

10.22108/are.2024.142181.2335

Azizeh Chalak; Christian Mair

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• PDF 841.34 K