Number of Articles: 314
101. TEACHERS AS REFLECTIVE PRACTITIONERS: A SURVEY ON IRANIAN ENGLISH TEACHERS’ REFLECTIVE PRACTICE
Volume 34, Issue 4 , Winter 2016, , Pages 57-86
Abstract
Reflective teaching, which has gained the status of an integral element of teacher pedagogy, is still an elusive concept, probably because it is merely attainable when teachers are ... Read More
102. The Impact of Task Complexity along Single Task Dimension on EFL Iranian Learners' Written Production: Lexical complexity
Volume 35, Issue 1 , Spring 2016, , Pages 57-84
Abstract
Based on Robinson’s Cognition Hypothesis, this study explored the effects of task complexity on the lexical complexity of Iranian EFL students’ argumentative writing.This ... Read More
103. Oral Pushed Output: the Route to Long-term Grammatical Accuracy
Volume 36, Issue 1 , Spring 2017, , Pages 57-84
Abstract
This study investigated the impact of oral pushed output on the learning and retention of English perfect tenses. During the study, a pre-test was administered to 22 freshmen majoring ... Read More
104. The Adaptation of English Initial Clusters by Persian Learners
Volume 30, Issue 4 , Winter 2012, , Pages 59-76
Abstract
This study presents an overview of the different strategies that Persian learners of English employ to deal with initial clusters. While vowel epenthesis appears to be the most widespread ... Read More
105. The Effect of Reducing Lexical and Syntactic Complexity of Texts on Reading Comprehension
Volume 36, Issue 3 , Autumn 2017, , Pages 59-83
Abstract
The present study investigated the effect of different types of text simplification (i.e., reducing the lexical and syntactic complexity of texts) on reading comprehension of English ... Read More
106. DE-MOTIVATORS, BURNOUT AND LANGUAGE ACHIEVEMENT IN AN IRANIAN EFL CONTEXT
Volume 34, Issue 3 , Autumn 2015, , Pages 61-85
Abstract
The present study probed 250 English as foreign language (EFL) learners' de-motivation by investigating its role in students' burnout, i.e., a state of physical, emotional, and mental ... Read More
107. Do We Need Discipline-Specific Academic Word Lists? Linguistics Academic Word List (LAWL)
Volume 35, Issue 3 , Autumn 2016, , Pages 65-90
Abstract
This corpus-based study aimed at exploring the most frequently-used academic words in linguistics and compare the wordlist with the distribution of high frequency words in Coxhead’s ... Read More
108. Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives
Volume 37, Issue 2 , Summer 2018, , Pages 65-90
Abstract
Photovoice is a participatory action research method which aims to enable students to create compelling visual representations and identify the local social issues. This paper ... Read More
109. Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes
Volume 36, Issue 4 , 2018, , Pages 67-101
Abstract
For many English as a Foreign Language (EFL) teachers, working contingently with language learners' problematic learner contributions in classroom interaction remains a challenge. Drawing ... Read More
110. THE IMPACT OF TEACHING SUMMARIZING ON EFL LEARNERS’ MICROGENETIC DEVELOPMENT OF SUMMARY WRITING
Volume 34, Issue 2 , Summer 2015, , Pages 69-92
Abstract
Summary writing is associated with lots of cognitive and metacognitive complexities that necessitates instruction (Hirvela & Du, 2013). Contrary to majority of studies carried out ... Read More
111. Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task
Volume 35, Issue 2 , Summer 2016, , Pages 69-98
Abstract
Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the ... Read More
112. Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy
Volume 35, Issue 4 , Winter 2017, , Pages 71-102
Abstract
Drawing on Robinson’s cognition hypothesis, the study attempted to examine how task conditions influence EFL learners’ oral performance and whether learners’ individual ... Read More
113. The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence
Volume 37, Issue 4 , Winter 2019, , Pages 71-108
Abstract
The combination of implicit meaning-focused input and explicit instruction has been suggested by recent research as very effective for learning L2 vocabulary; however, the time sequence ... Read More
114. Metadiscourse Strategies and Citation Patterns as Resources of Authorial Identity in Research Articles across International/Local Journals and Applied Linguistics Subdisciplines
Volume 33, Issue 1 , Spring 2014, , Pages 72-49
Abstract
The present study explored the rhetorical representation of authorial identity signaled by interactive/interactional metadiscourse strategies and integral/non-integral citation patterns ... Read More
115. Developing a Model of Teachers’ Possible Selves for the Iranian Context
Volume 37, Issue 1 , Spring 2018, , Pages 73-96
Abstract
This study reports on the development and validation of a questionnaire for exploring the different types of EFL teachers’ possible selves. First, a theoretical framework behind ... Read More
116. Interactional complexity development, interactional demonstrators and interaction density in collaborative and e-collaborative writing modalities
Volume 36, Issue 2 , Summer 2017, , Pages 75-102
Abstract
This study aimed at investigating the potential of collaborative and e-collaborative writing modalities in developing interactional complexity, utilization of interactional demonstrators ... Read More
117. An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners
Volume 38, Issue 1 , Spring 2019, , Pages 79-118
Abstract
The present study aimed at highlighting the possible effects of age, proficiency level, and the structural composition of Garden-Path (GP) sentences on EFL learners' comprehension. ... Read More
118. The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs
Volume 38, Issue 2 , Summer 2019, , Pages 81-106
Abstract
Corrective feedback has received significant attention in English language teaching, and its role has been highly substantial. Considering the importance of corrective feedback in EFL ... Read More
119. Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach
Volume 38, Issue 3 , Autumn 2019, , Pages 81-112
Abstract
In the fast-changing modern world of today, learners need global skills for life-long learning and effective communication. Among these skills are intercultural competence and critical ... Read More
120. Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework
Volume 37, Issue 3 , Autumn 2018, , Pages 99-129
Abstract
Given the role philosophical mentality can fulfill in bringing individuals the essential skills of wisdom and well thinking, the present paper, by applying Smith’s (2007) theoretical ... Read More
121. Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement
Volume 32, Issue 3 , Autumn 2013, , Pages 27-50
Abstract
Today in multilingual contexts, many parents prefer to rear their children in the dominant language rather than in their mother tongue. This phenomenon is widespread among native speakers ... Read More
122. The Relationship between English and Persian Phonological Awareness, Rapid Autamatized Naming and Students’ Reading Achievement in Partial Immersion and Non-Immersion Programs
Volume 33, Issue 2 , Summer 2014, , Pages 27-53
Abstract
The cognitive predictors (i.e.,Phonological Awareness, and Rapid Automatized Naming) underlying reading achievement have not been researched in Iranian partial English immersion and ... Read More
123. Lord Byron’s Allusions to Persia
Volume 28, Issue 1 , Summer 2009, , Pages 61-73
Abstract
This article examines Lord Byron’s allusions to Persian literature, history, culture and its ancient religion. The influence of Persia on Byron is considerable. Byron was greatly ... Read More
124. Online Processing of English Wh-Dependencies by Iranian EFL Learners
Volume 32, Issue 4 , Winter 2014, , Pages 63-83
Abstract
To be able to reach the level of ultimate attainment in the second language, learners need to acquire not only the grammar of the L2 but also the language processing mechanisms involved ... Read More
125. AN INTROSPECTIVE STUDY OF L2 READING ANXIETY
Volume 30, Issue 1 , Spring 2011, , Pages 65-98