Vol.14. No.3.2025

Pages 1-206

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Enhancing Listening Comprehension in Non-English Majors through AI-Integrated Gamified Formative Assessment

Pages 1-26

10.22108/are.2025.144695.2475

Lita Erdiana; Ardiansyan Nauval Adaz Dziqy; Ardiansyah Al Farouq; Joko Slamet

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Developments of Political Apologies over the Last Two Decades: A Sociopragmatic Perspective

Pages 27-52

10.22108/are.2025.144803.2485

Reza Bagheri Nevisi; Mohammad Mahdi Hasani

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Addressing Challenges of L2 Grammar Learning with a Focus on English Relative Clauses: AI-supported Language Learning

Pages 53-76

10.22108/are.2025.144783.2482

Fatemeh Etaat

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Artificial Intelligence Implementation in Teaching English as a Foreign Language: A Qualitative Research Synthesis

Pages 77-122

10.22108/are.2025.143822.2423

Seyyed Mohammad Seyyed Kalan; Diyar Mazharpour

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The Impact of Gamified Formative Assessment on Writing Complexity, Accuracy, and Fluency: A Macro-Level Investigation in the Iranian EFL Context

Pages 123-152

10.22108/are.2025.145062.2512

Kimia Majidi; Mohammad Javad Rezai; Ali Mohammad Fazilatfar; Seyedeh Elham Elhambakhsh

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The Effect of Flipped Learning on Concrete and Abstract Vocabulary Learning and Retention among Iranian Intermediate English Language Learners

Pages 153-180

10.22108/are.2025.144895.2495

Shayesteh Derakhshesh; Rasool Moradi-Joz; Seyed Hesamuddin Aliasin

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Developing a Multi-Dimensional Conceptual Model Concerning the Challenges of the Current ELT Curriculum in Iran

Pages 181-206

10.22108/are.2025.145352.2520

Mohadeseh Sedghi; Ali Mohammad Fazilatfar; Ali akbar Jabbari; Mohammad javad Rezai

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• PDF 1.07 M