List of Articles

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• Open Access Article
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  1 - Identifying the Relationship between Fixed vs. Growth Language Mindsets and Learner Autonomy in Language Learning among Iranian EFL Learners
  Hassan Alizadeh Mahmoud Alilo
  https://doi.org/10.82531/202502201200041
• Open Access Article
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  2 - Investigating EFL and ESL Teachers' Perceptions, Attitudes, and Implementation (acceptance / avoidance) of the Task-Based Language Teaching: A Comparative Cross- Contextual Study
  Maryam DelfarianTurk Firooz Sadighi Leila Akbarpour
  https://doi.org/10.82531/202501261197684
• Open Access Article
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  3 - A Comparative Analysis of Discourse Marker Usage in Human and Machine Translation: Forms, Functions, and Distribution
  Doaa  Hafedh Hussein Al-Jassani Elahe Sadegh Barzani Fida  Mohsin Matter Al-Mawla Fatemeh Karimi
  https://doi.org/10.82531/202502171199797
• Open Access Article
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  4 - Investigating the Relationship between EFL Teachers’ Accountability and Students’ English Achievement: The Case of Iranian English Teachers
  Shiva   Ghalandari Mohammad Reza Esfandiari
  https://doi.org/10.82531/202409271185276
• Open Access Article
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  5 - Creativity, Learning Style, and Metacognition as Predictors of Iranian Intermediate/Advanced EFL Learners’ Writing Complexity
  Fatemeh Golshahian Elahe Sadeghi Mehdi  Vaez Dalili
  https://doi.org/10.82531/202410241188153
• Open Access Article
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  6 - Double Standards in Social Media Framing of Refugee Crises: A Comparative Analysis of Ukrainian and Arab Refugees
  Khaled Wassaf Abed Al Yakoobi Bahram Hadian Raed  Dakhil Kareem Al-Khuzaie Fatemeh Karimi
  https://doi.org/10.82531/202503031201011
• Open Access Article
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  7 - Structural Modeling of EFL Academic Emotions, Motivation for Learning, Reading Performance and Writing Proficiency: Exploring the Mediating Role of Self-efficacy
  Mina Exir Mehrdad Rezaee
  https://doi.org/10.82531/202411121190310
• Open Access Article
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  8 - Assessment Literacy Disparities among Iranian EFL Teachers: Schools vs. Language Institutes
  Saeide Rahimpour Leila Akbarpour Firooz Sadighi
  https://doi.org/10.82531/202411281191828