S

• sadighi.firooz Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size [ Vol.8, Issue 29 - Autumn Year 2020]
• sadighi.firooz Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction [ Vol.8, Issue 2 - Spring Year 2020]
• Safari.Mahmood Vocabulary Lists for EAP and Conversation Students [ Vol.8, Issue 29 - Autumn Year 2020]
• Sahafnia.Soodabeh EFL Learners’ Language Aptitude, Foreign Language Anxiety, and Willingness to Communicate [ Vol.8, Issue 2 - Spring Year 2020]
• Salehi.Hadi Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [ Vol.8, Issue 29 - Autumn Year 2020]
• Samimi. Fazlolah Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach [ Vol.8, Issue 2 - Spring Year 2020]
• Shafaei.Ali Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice [ Vol.8, Issue 31 - Summer Year 2020]
• Shahrokhi.Mohsen A Comparison of ESLE Web-based English Vocabulary Learning Application with Traditional Desktop English Vocabulary Learning Application: Exceptional learner parents’ point of view [ Vol.8, Issue 33 - Spring Year 2020]
• Solimani.Elahe Pros and Cons of Dancing in the Dark: Enhancing EFL learners' oral proficiency in an unplugged learning community [ Vol.8, Issue 31 - Summer Year 2020]