A
- Afraz.Shahram Designing and validating a model of reflective skills for Iranian EFL teachers [ Vol.6, Issue 1 - Winter Year 2025]
- Aghazade.Leila The comparative effect of gamified and non-gamified flipped classrooms on Iranian EFL learners’ grammar [ Vol.6, Issue 2 - Spring Year 2025]
- Anisheh Napani.Ramin The role of critical pedagogy in developing self-regulated IELTS candidates: A mixed methods study [ Vol.6, Issue 2 - Spring Year 2025]
- Asghar Pour.Mehrnoush Enhancing EFL learners' writing self-regulation: A mixed-methods study of automated and peer feedback [ Vol.6, Issue 2 - Spring Year 2025]
B
- Baghershahi.Soraya Phenomenology of virtual education culture in the Iranian higher education [ Vol.6, Issue 2 - Spring Year 2025]
- Baradaran.Abdollah The role of critical pedagogy in developing self-regulated IELTS candidates: A mixed methods study [ Vol.6, Issue 2 - Spring Year 2025]
- Barzegar.Nader Designing a human resource development model for employees of municipalities in Tehran Province [ Vol.6, Issue 1 - Winter Year 2025]
F
- fahandezh.farhad Designing and validating a model of reflective skills for Iranian EFL teachers [ Vol.6, Issue 1 - Winter Year 2025]
G
- Gharagozloo.Neda The effect of cognitive-based learning on Iranian EFL learners' reading comprehension components [ Vol.6, Issue 1 - Winter Year 2025]
H
- Hedayat.Neda The effect of cognitive-based learning on Iranian EFL learners' reading comprehension components [ Vol.6, Issue 1 - Winter Year 2025]
- Hedayat.Neda Pyramid model of willingness to communicate versus communicative tasks: Can they reduce EFL learners' speaking barriers? [ Vol.6, Issue 2 - Spring Year 2025]
J
- Javadipour.Mohammad Developing spiritual citizenship curriculum model in the second secondary school [ Vol.6, Issue 1 - Winter Year 2025]
M
- Maghsoudi.Najmeh Leveraging artificial intelligence for vocabulary development: Effects on recall and retention in English for specific purposes contexts [ Vol.6, Issue 2 - Spring Year 2025]
- Memari Hanjani.Alireza The comparative effect of gamified and non-gamified flipped classrooms on Iranian EFL learners’ grammar [ Vol.6, Issue 2 - Spring Year 2025]
P
- Pedram Parsi.Parissa Pyramid model of willingness to communicate versus communicative tasks: Can they reduce EFL learners' speaking barriers? [ Vol.6, Issue 2 - Spring Year 2025]
- Pirzad mashak.Shahrzad The effect of cognitive-based learning on Iranian EFL learners' reading comprehension components [ Vol.6, Issue 1 - Winter Year 2025]
R
- rajabi.zeinab Developing spiritual citizenship curriculum model in the second secondary school [ Vol.6, Issue 1 - Winter Year 2025]
S
- sadeghi.Alireza Phenomenology of virtual education culture in the Iranian higher education [ Vol.6, Issue 2 - Spring Year 2025]
- Samie.Morteza Developing spiritual citizenship curriculum model in the second secondary school [ Vol.6, Issue 1 - Winter Year 2025]
- Sardabi.Narges Empowering EFL learners: How teacher interactional scaffolding and peer collaborative scaffolding reshape EFL learners' reading comprehension [ Vol.6, Issue 1 - Winter Year 2025]
- Seifoori.Zohreh Enhancing EFL learners' writing self-regulation: A mixed-methods study of automated and peer feedback [ Vol.6, Issue 2 - Spring Year 2025]
- Shafipoor.Mahdieh The impact of in-text feedback vs. rubric-based feedback on writing performance and self-efficacy of Iranian intermediate EFL learners [ Vol.6, Issue 1 - Winter Year 2025]
- Shangarffam.Nacim The role of critical pedagogy in developing self-regulated IELTS candidates: A mixed methods study [ Vol.6, Issue 2 - Spring Year 2025]
T
- Taleb.zahra Phenomenology of virtual education culture in the Iranian higher education [ Vol.6, Issue 2 - Spring Year 2025]
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