The Role of Noticing in L2 Learners’ Production of Intonation Patterns

Volume 31, Issue 1, May 2012, Pages 141-170

10.22099/jtls.2012.335

Azizallah Mirzaee; Zahra زهرا; Maryam Ranjbar


THREE TYPES OF COMMENTS ON CONTENT: TEACHER VS. PEER FEEDBACK

Volume 34, Issue 4, March 2016, Pages 141-166

10.22099/jtls.2016.3656

Leila Tajik; Maryam Fakhari; Maryam Hashamdar; Somayeh Habib Zadeh


Diagnosing the Iranian L2 Writing Ability Using Self-Assessment and Level Specific Approaches

Volume 34, Issue 1, May 2015, Pages 145-173

10.22099/jtls.2015.3459

Mahboubeh Taghizadeh; Seyyed Mohammad Alavi; Abbas Ali Rezaee


Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions

Volume 41, Issue 3, August 2022, Pages 155-195

10.22099/tesl.2021.39105.2916

Haniyeh Shirazifard; Gholam Reza Abbasian; Ahmad Mohseni; Mojgan Rashtchi


A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses

Volume 35, Issue 4, March 2017, Pages 157-190

10.22099/jtls.2017.3944

zohreh Gooniband Shooshtari; Alireza Jalilifar; Somaye Biparva Haghighi


Challenges of Online Language Teaching during the COVID-19 Pandemic: A Process Tracing Approach

Volume 40, Issue 3, August 2021, Pages 159-195

10.22099/jtls.2021.40964.3015

Mojdeh Shahnama; Elham Yazdanmehr; Majid Elahi Shirvan


Review of Linguistic Inequality and Injustice in Academic Writing

Volume 41, Issue 4, November 2022, Pages 173-188

10.22099/tesl.2022.43042.3095

Siavash Zokaeieh; Amir Marzban; Mehrshad Ahmadian