Vol.14, No.1. 2025

Pages 1-188

10.22108/are.2025.29372

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The Alignment of Intended, Enacted, and Assessed Curricula: The Case of Shiraz University TEFL B.A. Curriculum

Pages 1-28

10.22108/are.2024.142877.2373

Reza Rezvani; Dorsa Farsimadan

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An Investigation into the Impact of Dialogue Journal Writing on the Writing Motivation of EFL Freshman Students in Ethiopia

Pages 29-52

10.22108/are.2024.143156.2381

Abebe Tilahun Mogesse; Hailu Wubshet Degefu; Eskinder Getachew Degaga

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Job Crafting as a Tool for Cultivating Reflective Teaching: Insights from Iranian EFL Teachers

Pages 53-80

10.22108/are.2024.143096.2377

Soheila Esmaeilee; Amir Mahdavi-Zafarghandi; Masoud Khalili Sabet; Jaleh Hassaskhah

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An Empirical Study of Digital Literacy among Iraqi Kurdish EFL Teachers

Pages 81-106

10.22108/are.2024.143139.2380

Atta Ahmed; Aida Ariannejad

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Investigating Pre-service English Language Teachers’ Attitudes, Sentiments, and Concerns Towards Inclusive Education in Turkey

Pages 107-130

10.22108/are.2024.141213.2276

Cemil Gokhan Karacan; Büşra Unsal Görkemoğlu; Sümeyye Eliz Burhan; Derin Atay

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Investigating Iranian PhD TEFL Candidates’ Perceptions of an Online Collaborative Academic Writing Course: The Case of Writing Research Article Abstracts

Pages 131-162

10.22108/are.2024.143172.2385

Roya Jafari; Seyed Reza Dashtestani

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Exploring English Language Pre-service Teachers’ Technological Pedagogical Content Knowledge

Pages 163-188

10.22108/are.2024.142835.2372

Arezoo Ashoori Tootkaboni; Mojtaba Maghsoudi

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• PDF 819.4 K