English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom
English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom

Hasti Yasaei; Minoo Alemi; Zia Tajeddin

Volume 41, Issue 1 , February 2022, , Pages 175-212

https://doi.org/10.22099/tesl.2021.41181.3025

Abstract
  Despite many studies on the concept of learner autonomy and the relationship between teacher autonomy (TA) and learner autonomy, scant attention has been devoted to TA on its own. To ...  Read More
The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception
The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception

Masumeh Salavatizadeh; Abdorreza Tahriri

Volume 39, Issue 3.2 , November 2020, , Pages 181-225

https://doi.org/10.22099/jtls.2021.38753.2899

Abstract
  Applying both teacher- and computer-generated feedback to foster EFL learners’ writing remains a less explored issue. The purpose of this study was two-fold. Firstly, it examined ...  Read More
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents

Zia Tajeddin; Fariba Chamani

Volume 39, Issue 3.1 , October 2020, , Pages 185-215

https://doi.org/10.22099/jtls.2021.38870.2904

Abstract
  The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries. ...  Read More
The Effectiveness of English Language Teaching Methods: A Meta-Analysis in Pursuit for
The Effectiveness of English Language Teaching Methods: A Meta-Analysis in Pursuit for "the Best Method"

Esmaeel Saeedy Robat; Hossein Khodabakhshzadeh; Hamid Ashraf; Majid Elahi Shirvan

Volume 40, Issue 1 , January 2021, , Pages 187-235

Abstract
  < p>What is “the best method” of language teaching? It has been one of the oldest questions of language teaching and learning during the last century. However, no comprehensive ...  Read More
The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill
The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill

Mohsen Zare; Hamed Barjesteh; Reza Biria

Volume 40, Issue 2 , May 2021, , Pages 193-227

https://doi.org/10.22099/jtls.2021.39475.2935

Abstract
  The present study is part of a Ph.D. program that explores the possible effect of critical thinking-oriented dynamic assessment (CT-DA) on learners' learning potential in reading comprehension ...  Read More
Instructed Second Language English Pragmatics in the Iranian Context
Instructed Second Language English Pragmatics in the Iranian Context

Farzaneh Shakki; Jila Naeini; Omid Mazandarani; Ali Derakhshan

Volume 39, Issue 1 , May 2020, , Pages 201-252

https://doi.org/10.22099/jtls.2020.38481.2886

Abstract
  The present study aimed to review the instruction of the L2 speech acts in English pragmatics in the Iranian context during the last two decades from 2000 to 2020. To this end, upon ...  Read More
Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension
Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension

Sedigheh Vahdat; Zohreh Gooniband Shooshtari; Mehdi Saba

Volume 39, Issue 2 , August 2020, , Pages 203-236

https://doi.org/10.22099/jtls.2020.38139.2868

Abstract
  Listening taking over half of the learners’ time and effort (Nunan, 1998), forms a basis for acquiring much of a language. There are factors affecting listening comprehension ...  Read More
The Effect of Open vs. Closed Tasks on Improving Iranian EFL Learners’ Oral Performance
The Effect of Open vs. Closed Tasks on Improving Iranian EFL Learners’ Oral Performance

Mohammad Zohrabi; Sahar Hassanpour

Volume 38, Issue 4 , March 2020, , Pages 205-238

https://doi.org/10.22099/jtls.2020.37075.2814

Abstract
  Among the latest efficient approaches in language teaching, Task-based Language Teaching has turned up to be the main approach in a way that it is currently recognized as the leading ...  Read More
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach

Setayesh Sadeghi; Mohammad Aliakbari; Ali Yasini

Volume 41, Issue 2 , May 2022, , Pages 205-243

https://doi.org/10.22099/tesl.2021.41332.3031

Abstract
  Since its introduction in 1980, the concept of Pedagogical Content Knowledge (PCK) has attracted much attention. Although many studies have been conducted in science and mathematics, ...  Read More
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment

Ghazaleh Zandi; Kobra Tavassoli; Fateme Nikmard

Volume 39, Issue 3.1 , October 2020, , Pages 217-252

https://doi.org/10.22099/jtls.2020.38116.2865

Abstract
  Listening comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ ...  Read More