A
- Abbasian.Gholamreza The role of text type on the use of metacognitive reading strategies: Iranian EFL learners' perceptions in focus [ Vol.5, Issue 1 - Winter Year 2024]
- Afraz.Shahram Modeling teacher emotionality and identity through structural equation modeling (SEM): English as a Foreign Language (EFL) teachers in focus [ Vol.5, Issue 3 - Summer Year 2024]
- Alishahi.Mohammad Hassan Investigating Iranian EFL students’ perceptions towards incorporating multiple-intelligences based tasks into their classroom activities [ Vol.5, Issue 3 - Summer Year 2024]
- Amiri.Mehrdad EFL teachers’ pragmatic awareness and classroom practices influenced by an in-service training course of meta-pragmatics [ Vol.5, Issue 1 - Winter Year 2024]
- Anjomshoa.Leila Classroom management: Strategies and challenges of Iranian teachers [ Vol.5, Issue 1 - Winter Year 2024]
- Ashraf.Hamid Investigating Iranian EFL students’ perceptions towards incorporating multiple-intelligences based tasks into their classroom activities [ Vol.5, Issue 3 - Summer Year 2024]
- Assadollahfam.Hasssan A comparative study of novice and experienced EFL teachers’ remotivational strategies: Ecological systems and Self-determination theories in perspective [ Vol.5, Issue 2 - Spring Year 2024]
- Asshabi.Salman The impact of reflective learning on EFL learners’ self-regulation: A mixed methods study [ Vol.5, Issue 3 - Summer Year 2024]
B
- Baghi.Maryam The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension [ Vol.5, Issue 1 - Winter Year 2024]
- Bayat.Abbas The perceptions of Iranian EFL teachers towards the effect of incorporating different task types on their learners’ oral interaction [ Vol.5, Issue 3 - Summer Year 2024]
F
- Faramarzi.Elaheh The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension [ Vol.5, Issue 1 - Winter Year 2024]
- Fatehi zadeh.Neda Classroom management: Strategies and challenges of Iranian teachers [ Vol.5, Issue 1 - Winter Year 2024]
G
- Ghafouri.Naser The impact of interactionist vs. interventionist dynamic assessment on writing fluency and complexity of young vs. adult IELTS candidates [ Vol.5, Issue 1 - Winter Year 2024]
- Ghafouri.Naser EFL teachers’ pragmatic awareness and classroom practices influenced by an in-service training course of meta-pragmatics [ Vol.5, Issue 1 - Winter Year 2024]
- Ghorbani.Ali Developing a critical thinking training model for high school students [ Vol.5, Issue 2 - Spring Year 2024]
J
- Jafari.Zohreh Classroom management: Strategies and challenges of Iranian teachers [ Vol.5, Issue 1 - Winter Year 2024]
K
- Kaboli Boroujeni.Esmaeil EFL writing skill requirements and challenges: Teachers and learners perceptions in focus [ Vol.5, Issue 2 - Spring Year 2024]
- Kashef.Leyli The impact of interactionist vs. interventionist dynamic assessment on writing fluency and complexity of young vs. adult IELTS candidates [ Vol.5, Issue 1 - Winter Year 2024]
- Kavandi.Elham The comparative role of paper-based and computer-delivered IELTS in the cognitive and meta-cognitive strategies use of Iranian IELTS candidates in the academic module reading [ Vol.5, Issue 1 - Winter Year 2024]
- Khalaji.Hamid reza The perceptions of Iranian EFL teachers towards the effect of incorporating different task types on their learners’ oral interaction [ Vol.5, Issue 3 - Summer Year 2024]
- khodabakhshzadeh.hossein Investigating Iranian EFL students’ perceptions towards incorporating multiple-intelligences based tasks into their classroom activities [ Vol.5, Issue 3 - Summer Year 2024]
- Khodadust.Mohammad Reza The comparative role of paper-based and computer-delivered IELTS in the cognitive and meta-cognitive strategies use of Iranian IELTS candidates in the academic module reading [ Vol.5, Issue 1 - Winter Year 2024]
M
- Majidi.Nahid The comparative role of paper-based and computer-delivered IELTS in the cognitive and meta-cognitive strategies use of Iranian IELTS candidates in the academic module reading [ Vol.5, Issue 1 - Winter Year 2024]
- Mall-Amiri.Behdokht The role of learning-styles incorporation in the enhancement of EFL learners' narrative writing ability: A revelation of mental processes using think aloud protocol [ Vol.5, Issue 2 - Spring Year 2024]
- Marashi.Hamid The role of learning-styles incorporation in the enhancement of EFL learners' narrative writing ability: A revelation of mental processes using think aloud protocol [ Vol.5, Issue 2 - Spring Year 2024]
- Mehrpouyan.Azadeh The impact of interactionist vs. interventionist dynamic assessment on writing fluency and complexity of young vs. adult IELTS candidates [ Vol.5, Issue 1 - Winter Year 2024]
- Moosavi.Nafiseh The role of learning-styles incorporation in the enhancement of EFL learners' narrative writing ability: A revelation of mental processes using think aloud protocol [ Vol.5, Issue 2 - Spring Year 2024]
- Mortazavi Nezhad.Masoud Modeling teacher emotionality and identity through structural equation modeling (SEM): English as a Foreign Language (EFL) teachers in focus [ Vol.5, Issue 3 - Summer Year 2024]
N
- Nazarian.Alireza Qualitative analysis of teachers' views towards environmental education in rural schools [ Vol.5, Issue 2 - Spring Year 2024]
- Nilforoushan.Somayeh The role of text type on the use of metacognitive reading strategies: Iranian EFL learners' perceptions in focus [ Vol.5, Issue 1 - Winter Year 2024]
R
- Rashtchi.Mojgan The impact of reflective learning on EFL learners’ self-regulation: A mixed methods study [ Vol.5, Issue 3 - Summer Year 2024]
- Rashtchi.Mojgan The role of text type on the use of metacognitive reading strategies: Iranian EFL learners' perceptions in focus [ Vol.5, Issue 1 - Winter Year 2024]
- Rezaee.Mehrdad The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension [ Vol.5, Issue 1 - Winter Year 2024]
S
- Sadr Alavian.Hadis A comparative study of novice and experienced EFL teachers’ remotivational strategies: Ecological systems and Self-determination theories in perspective [ Vol.5, Issue 2 - Spring Year 2024]
- Samani.Behnood EFL teachers’ pragmatic awareness and classroom practices influenced by an in-service training course of meta-pragmatics [ Vol.5, Issue 1 - Winter Year 2024]
- Samimi. Fazlolah Modeling teacher emotionality and identity through structural equation modeling (SEM): English as a Foreign Language (EFL) teachers in focus [ Vol.5, Issue 3 - Summer Year 2024]
- Sayadi.Faezeh Developing a critical thinking training model for high school students [ Vol.5, Issue 2 - Spring Year 2024]
- Sayyad Chamani.Saeed The comparative study of teacher vs. peer scaffolding on improving Iranian EFL learners’ speaking skill [ Vol.5, Issue 3 - Summer Year 2024]
- shahidi.sara Designing a native entrepreneurship education model for higher education: A qualitative study [ Vol.5, Issue 3 - Summer Year 2024]
- Siyyari.Masood The impact of reflective learning on EFL learners’ self-regulation: A mixed methods study [ Vol.5, Issue 3 - Summer Year 2024]
V
- Valizadeh.Akbar The impact of interactionist vs. interventionist dynamic assessment on writing fluency and complexity of young vs. adult IELTS candidates [ Vol.5, Issue 1 - Winter Year 2024]
Y
- Yousefi Azarfam.Ali Asghar The role of spaced and massed instruction on Iranian EFL learners' reading comprehension and reading motivation [ Vol.5, Issue 2 - Spring Year 2024]
- Yousefi.Mohammad Hossein A comparative study of novice and experienced EFL teachers’ remotivational strategies: Ecological systems and Self-determination theories in perspective [ Vol.5, Issue 2 - Spring Year 2024]
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