Author Index

A

  • Abbasian, Gholam Reza Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
  • Afhami, Malihe The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
  • Afzali, Katayoon Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
  • Ahmadian, Mehrshad Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]
  • Ahmadi Safa, Mohammad The Effect of Online Interaction on the Use of Discourse Markers: A Comparison of Two Flipped Classes [Volume 41, Issue 2, 2022, Pages 1-35]
  • Alavi, Sayyed Mohammad Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • Alavi, Seyed Younes A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Alemi, Minoo English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
  • Aliakbari, Mohammad A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • Amerian, Majid A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • Amin, Farvah Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • Asadollahfam, Hassan Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]

B

  • Baba Ahmadi, Hamid Reza Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
  • Babaie Shalmani, Hamed Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
  • Babaii, Esmat A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
  • Bavali, Mohammad The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]

D

  • Dehghani, Hoora The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
  • Divsar, Hoda The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
  • Dowlatabadi, Hamid Reza A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]

E

  • Esmaeili, Amir Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]

G

  • Ghadiri, Momene Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
  • Ghanbaran, Samira Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
  • Ghanizadeh, Afsaneh The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]
  • Ghasemi, Shima Sadat A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
  • Ghonsooly, Behzad The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]

H

  • Hamzelou, Zohre Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]

J

  • Jorfi, Leili A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]

K

  • Ketabi, Saeed Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
  • Khaghaninejad, Mohammad Saber The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
  • Khosravian, Elham Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions [Volume 41, Issue 3, 2022, Pages 117-153]

M

  • Marefat, Hamideh Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies [Volume 41, Issue 4, 2022, Pages 113-172]
  • Marzban, Amir Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]
  • Mashhadi, Amir The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
  • Mehranfar, Zahra Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • Moghadam, Haniyeh The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]
  • Mohseni, Ahmad Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]

N

  • Namaziandost, Ehsan Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Nemati, Majid Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • Norouzifard, Aylar The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]

R

  • Rahimi, Mohammad Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • Rahimi, Siamak Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Rashtchi, Mojgan Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
  • Rassaei, Ehsan The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
  • Rezai, Afsheen Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Rezvani, Reza A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]

S

  • Sadeghi, Setayesh A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • Sadr Alavian, Hadis Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
  • Shahini, Gholamhossein Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions [Volume 41, Issue 3, 2022, Pages 117-153]
  • Shahnazari, Mohammadtaghi Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
  • Shareghi, Zahra Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
  • Shirazifard, Haniyeh Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]

T

  • Tahririan, Mohammad Hassan Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
  • Tahririan, Mohammad Hassan Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • Tajeddin, Zia English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]

V

  • Vafaee Seresht, Karim Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies [Volume 41, Issue 4, 2022, Pages 113-172]

Y

  • Yasaei, Hasti English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
  • Yasini, Ali A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • Yazdani, Hooshang A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • Yazdani, Saeed A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Yousefi, Mohammad Hossein Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]

Z

  • Zamanian, Mostafa The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
  • Zarei, Gholamreza Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
  • Zareian, Nargess The Effect of Online Interaction on the Use of Discourse Markers: A Comparison of Two Flipped Classes [Volume 41, Issue 2, 2022, Pages 1-35]
  • Zokaeieh, Siavash Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]