Number of Articles: 380
Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task
Volume 35, Issue 2 , July 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
Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy
Volume 35, Issue 4 , March 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
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence
Volume 37, Issue 4 , March 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
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 , May 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
Developing a Model of Teachers’ Possible Selves for the Iranian Context
Volume 37, Issue 1 , May 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
Interactional complexity development, interactional demonstrators and interaction density in collaborative and e-collaborative writing modalities
Volume 36, Issue 2 , July 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
An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners
Volume 38, Issue 1 , May 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
The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs
Volume 38, Issue 2 , July 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
Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach
Volume 38, Issue 3 , October 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
Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework
Volume 37, Issue 3 , October 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
Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement
Volume 32, Issue 3 , October 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
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 , July 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
Lord Byron’s Allusions to Persia
Volume 28, Issue 1 , July 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
Online Processing of English Wh-Dependencies by Iranian EFL Learners
Volume 32, Issue 4 , March 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
AN INTROSPECTIVE STUDY OF L2 READING ANXIETY
Volume 30, Issue 1 , April 2011, , Pages 65-98
Abstract
This study sought to explore the possible relationship between reading anxiety and reading proficiency and also between reading anxiety and language learners’ use of reading strategies. ... Read More
Texts and Politics: Postcolonial Revaluations of two British Classics
Volume 30, Issue 3 , October 2011, , Pages 67-82
Abstract
The major argument of this essay is that Kipling treats the colonial subject as the "other," and Forster proves to be almost as pro-Empire as writers like Kipling. Nevertheless, A Passage ... Read More
The Representation of Social Actors In Interchange Third Edition Series: A Critical Discourse Analysis
Volume 29, Issue 1 , March 2010, , Pages 67-89
Abstract
This study takes a critical discourse analysis approach to investigate the linguistic representation of male and female social actors and construction of gender identities in the Interchange ... Read More
Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter?
Volume 33, Issue 4 , March 2015, , Pages 67-94
Abstract
Task-based language teaching (TBLT) has been considered as an effective language teaching methodology. However, its applicability for lower-proficiency learners in EFL contexts has ... Read More
The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency
Volume 32, Issue 2 , July 2013, , Pages 69-90
Abstract
The aim of the current study was to examine the effect of metacognitive instruction on EFL learners’ metacognitive awareness of listening strategies, listening comprehension, ... Read More
A New Look into the Construct Validity of the IELTS Speaking Module
Volume 32, Issue 1 , May 2013, , Pages 71-90
Abstract
The aim of this study was to investigate the role of linguistic and intelligence factors in the Iranian IELTS candidates’ speaking performance. Linguistic factors include depth ... Read More
The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention
Volume 31, Issue 1 , May 2012, , Pages 73-106
Abstract
This study was an attempt to investigate whether teaching critical reading strategies had any significant effect on intermediate EFL learners’ vocabulary retention. To fulfill ... Read More
"What We Feel, and What Doth us Befall": A Study of Letter Motif in Macbeth
Volume 29, Issue 3 , September 2010, , Pages 73-85
Abstract
The present essay is an attempt to scrutinize Macbeth's letter to Lady Macbeth formalistically with much care and seek hints which may lead us back and forth to understand what befell ... Read More
The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act
Volume 33, Issue 1 , May 2014, , Pages 73-92
Abstract
The necessity and importance of teaching pragmatics has come to light by many researchers (e.g. Rose & Kasper, 2001). Due to the consensus over the need to teach pragmatic competence, ... Read More
Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice?
Volume 29, Issue 2 , June 2010, , Pages 75-98
Abstract
The present study-both qualitative and quantitative--explored fifty EFL learners’ preferences for receiving error feedback on different grammatical units as well as their beliefs ... Read More
Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development
Volume 33, Issue 3 , October 2014, , Pages 75-100