About the journal
International Journal of Foreign Language Teaching and Research (IJFLTR) is a peer-reviewed, Open-Access Scientific Journal, owned and sponsored by Islamic Azad University, Najafabad Branch. It welcomes the submission of research-based papers and review articles on various aspects of English language teaching, learning, and research. Submissions should comprise relevant theoretical foundations and pedagogical implications. They should further reflect a clear contribution to the existing related literature.
Users of the Journal have the right to read, download, copy, distribute, print, search, or link to the full texts of published articles under the following conditions:
Since JLT is an Open Access journal, users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles under the following conditions: Creative Commons Attribution–NonCommercial 4.0 International (CC BY-NC 4.0 license). (http://creativecommons.org/licenses/by-nc/4.0/)
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Open Access Article
1 - A Qualitative Account of Iraqi EFL Teachers' Perspectives of English as a Medium of Instruction at Secondary Schools
Sameerah Salman Abdulrasool Javad GholamiIssue 52 , Vol. 13 , Spring 2024 -
Open Access Article
2 - Impact of Motivational Goal Orientations on Behavioral, Cognitive, and Emotional Engagement in Iranian EFL Learners
Zahra Nazari Elaheh Sadeghi Barzani Fatinaz KarimiIssue 52 , Vol. 13 , Spring 2024 -
Open Access Article
3 - Interrelations of Stress Coping Strategies, Foreign Language Anxiety, and Language Achievement among Iraqi EFL Students
Zahraa Abdulhameed Ali Al-Salim Ehsan Rezvani Ahmed Rawdhan Salman Fatinaz KarimiIssue 52 , Vol. 13 , Spring 2024 -
Open Access Article
4 - Interventionist Face-to-Face versus Web-Based Group Dynamic Assessment and Speaking Ability: A Case on Introverted/Extroverted Iranian Intermediate EFL Learners
Samaneh Safarpour Davood Mashhadi Heidar Ramin RahimyIssue 52 , Vol. 13 , Spring 2024
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Open Access Article
1 - Translation of Psychology Book Titles: A Skopos theory perspective
Esmat Alimardani Hossein Vahid DastjerdiIssue 34 , Vol. 9 , Summer 2021 -
Open Access Article
2 - EFL Teachers’ Perceptions of Pluralistic Teacher Effectiveness: Iranian Teachers in Focus
Fahimeh Karvandi Afshin Soori Mohammad Ali AyatollahiIssue 49 , Vol. 12 , Summer 2024 -
Open Access Article
3 - Feuerstein’s Theory and Pedagogy: Epitomizing Mediated Learning Experience in Teaching Grammar
Effat Hadidi Zavareh Abdollah Baradaran Bahram MowlaieIssue 46 , Vol. 11 , Autumn 2023 -
Open Access Article
4 - Becoming an Identity Change in ‘No Longer at Ease’ Based on Deleuze’s Theory
Maryam Sadeghi Fatemeh AzizMohammadi Mozhgan YarahmadiIssue 45 , Vol. 11 , Summer 2023 -
Open Access Article
5 - Relationship Between Vocabulary Learning Strategy Use and Learning Styles Using Structural Equation Modelling Across Age and Gender
Behzad Hayatbakhsh Abbasi Mehry Haddad Narafshan Peyman SeifaddinyIssue 47 , Vol. 11 , Winter 2023 -
Open Access Article
6 - The Surviving Nature: An Ecofeminist Study of Cormac McCarthy’s All the Pretty Horses
Farhoodeh Naghdibak Shahram Afrougheh Fatemeh AzizMohammadiIssue 46 , Vol. 11 , Autumn 2023 -
Open Access Article
7 - Impact of Multimedia Technology Use in English Classes on the Enhancement of EFL Learners’ Self-Concept
Vahdat Karimi Mohammad Alipour Sajad ShafieeIssue 48 , Vol. 12 , Spring 2024 -
Open Access Article
8 - Development and Validation of a Quantitative Research Literacy Questionnaire <br> DOR: 20.1001.1.23223898.2021.9.37.1.9
Alireza Zaker Mania NosratiniaIssue 37 , Vol. 9 , Winter 2021 -
Open Access Article
9 - The Role of Direct Metalinguistic and Indirect Feedback Timing in Enhancing Willingness to Communicate (WTC) of Iranian EFL Learners
Elham Dehdari Nasser Ghafoori Saeideh AhanghariIssue 47 , Vol. 11 , Winter 2023 -
Open Access Article
10 - The Effect of Iranian EFL Teachers’ Self-Regulation and Emotional Labor on Their Reflective Action in EFL Online Classes
Nashmineh Moradi Faramarz Azizmalayeri Hossein AhmadiIssue 46 , Vol. 11 , Autumn 2023
